Engineering Explorers

"Can I slide to the bottom of the hill instead of walking down the steps?" asks four-year-old Micah, who is bundled up in winter gear from head to toe.

It’s a late Thursday afternoon, and I'm already feeling the weight of the day. My body and brain are on autopilot. There’s no good reason for me to nix Micah's request, but my energy is so low that it's taking me a minute to think it through and reply. I hesitate just long enough for our resident know-it-all to chime in.

"That won’t even work without a sled, Micah," five-year-old Jacob points out. It's clear from Jacob's tone that he thinks Micah's idea is a foolhardy one.

I look up at Micah to see if Jacob's comment has quashed his enthusiasm. But his eyes are still sparkling at the prospect of a new adventure, and for a brief moment I remember what it’s like to see the world as a giant playground filled with wonders to be discovered and explored!

I want to encourage Micah to think for himself, rather than accepting Jacob's assessment of the situation. So I shrug my shoulders and say: "You can give it a try, Micah."

That's all the encouragement that this early engineering explorer needs!

"Wheeeeeeeeeeeee!" Micah shouts as he pushes off, angling his body sideways as he hurtles down the hill, his laughter echoing in the crisp winter air.

"That was so cool!" he calls out as he slides to a stop at the bottom. "You have to try it, guys!"

Some of the children are intrigued, but others are a bit uncertain. There's a moment of silence as they weigh the thrill of adventure against their fear of the unknown. Their decision will determine how we spend the last hour of day.

"Micah, was it scary fun?" I ask. "Scary fun" is a term we often use to describe risk-taking moments that bring us unexpected joy.

"Very scary fun!" says Micah with a laugh as he brushes the snow off of his mittens. Hearing this, Lily and some of her friends ditch the stairs and race to the top of the hill to follow Micah's lead.

Once they reach the top, they pause to consider the challenge ahead. Lily is clearly nervous about sliding down the snowy hill without a sled, so she decides to gather a little more information before committing herself.

"Did you slide super, super fast?" she asks Micah.

"You won’t go too fast, Lily," Micah reassures her, looking up from the bottom of the hill. "Just make sure you lean back a little and don’t forget to dig your boots into the snow when you want to slow down.”

These spontaneous moments help early learners develop the confidence to take risks, investigate the unknown, and exchange ideas with their peers as they pursue new learning adventures.

Reassured by Micah's words, Lily rises to the challenge and slides down the hill with a whoop of joy.

Young children learn best through hands-on experiences and play because their brains are not yet developed enough to grasp abstract concepts or memorize complex vocabulary words.

Instead, they explore the world through movement, collaboration, and sensory experiences.

When children slide down a snowy hill, they're not just having fun: They're learning about gravity, friction, and force.

They're also developing problem-solving skills as they figure out how to navigate the slope and avoid obstacles, along with social skills as they cooperate with peers, share experiences, and celebrate each other's successes.

I watch as the children begin to experiment with different techniques, pushing off with their feet or asking to be pushed by a friend to gain momentum.

They try sliding head first, feet first, on their backs, and on their stomachs. They dig their heels into the snow to slow down and lift their feet up in the air to speed up.

They also incorporate measurement into their experiments, marking the length of their slides with sticks or small rocks. This sparks a competition between the children as they try out different techniques to achieve the longest slide.

During this afternoon of spontaneous play, the children are developing a deep understanding of the fundamental concepts of physics and engineering.

They are experiencing the forces of gravity, friction, and momentum firsthand.

Every slide, every tumble, and every triumphant trip to the bottom of the hill is a lesson in action, cause and effect, and scientific inquiry!

This is how children learn best! 

Learning should be fun. When children are engaged in play, they are naturally curious and eager to explore. By providing opportunities for spontaneous learning, we can foster a lifelong love of science and engineering.

Remember that some of the best learning experiences are the spontaneous ones. So the next time a child's curiosity leads to an unexpected request, say yes, and check off the early learning standards that are being met as these impromptu learning adventures unfold!

In the meantime, check out our Sledding and Science on a Snowy Day lesson plan for activities, books, and web resources that will transform your next snowy day into a joyful learning adventure!